Digital Unit Plan Template

Unit Title: Graphic Art Series Name: Tyler Rose Ratzlaff

Content Area: Art Grade Level: 7th
CA Content Standard(s)/Common Core Standard(s):

2.6 Create an original work of art, using film, photography, computer graphics, or video.
2.7 Create a series of works of art that express a personal statement demonstrating skill in applying the elements of art and the
principles of design.
4.4 Develop and apply specific and appropriate criteria individually or in groups to assess and critique works of art.

Big Ideas/Unit Goals:

Students will be able to create an original work of art using computer graphics.
Students will be able to create a series of works of art that express a personal statement demonstrating skill in applying the elements
of art and the principles of design using computer graphics.
Students will be able to develop and apply specific and appropriate criteria individually or in groups to assess and critique works of
art.
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Students will be able create an original series of art work (graphic posters) expressing their personality through the elements
of art and principles of design.

Questions:
Who am I? What characteristics best express me? How would I describe yourself? What is my personality like? What am I you
passionate about? How can I express myself through art?

Unit Summary:

Students will create a series of 3 works of art through an online application called, Canva. This series of works will express the
students personality. Students will employ their reading skills to take a personality quiz which will provide results on what color
they are most like with a list of characteristic traits. After analyzing the results students will create a series of 3 graphic posters
depicting the results they received. In the students creation and production of these color and trait characteristics students will use
the elements of art and principles of design to convey their meaning and interpretation. The class will critique the posters based on
the students attention to the elements and principles as well as the way they incorporated their own individual personality results
into the poster. As a class we will discuss personalities, the elements of art and principles of design, as well as the capabilities of the
application Canva. Students will engage in entry level assessments such as, an online survey to determine the students prior-
knowledge, a think-pair-share discussion, and through answering teacher lead clarifying, consequence, reason and evident
Questions. partner/group discussion, critiques, and graphic organizers. Lectures, slideshows, videos, readings and other activities
will help students understand the content. Formative assessments will be the completion and correctness of the Canva web search,
the planning pages, line graphic organizer, color wheel guided notes and mid point critique. The summative assessment will be a
whole class critique and the completion and thoroughness of a self-questioning taxonomy. I will monitor if and how students are
meeting the objects through their presentation and responses to other students during the critique as well as the answers each student
provides on their self-questioning taxonomy.

Students will have created an original series of graphic posters expressing their color and personality traits through the
implementation of the elements of art and principles of design. Students
Assessment Plan:
Entry-Level:
Survey: gauge prior knowledge and
orient students to the new content.
Think-Pair-Share: assesses students
prior knowledge. Allows students to
think independently then in small
groups to solidify their ideas and gain
confidence in their understanding of
the key concept or question. Students
then share with the rest of class once
they've had time to work with their
peers.
Clarifying, Consequence, Reason and
Evident Questions:
Use questioning strategies to monitor
student progress, probe for
understanding, and engage students in
higher-order thinking.
Lesson 1 (Teacher Lecture)
Formative: Summative:
Mid-point Critique: students share what they have Final Critique: students analyze their
complete thus far for their graphic posters sharing peers artworks and verbally discuss
what they like most about their posters so far,
characteristics of the posters to the
where they might be having difficulties, students
ask other students for advice or how to improve. class. Teacher scaffolds key concepts
This critique is for students to encourage one from the lesson to guide discussion
another, gain confidence, inspiration, push their and monitors students responses for
creativity, and take the advice of their peers to concept knowledge.
modify their designs for the better.
Canva Web Search: will help guide and assess Self-Questioning Taxonomy: allows
students to analyze and evaluate both
their research of the website Canva, its capabilities
and get the students more comfortable using another students artwork and what
technology to create art. they see and think about that artwork.
Planning Page: students will use the planning page Focuses on 6 different levels of
to explore and map out in concepts for their poster thinking; creating, evaluating,
design. Will be used to gauge if students are analyzing, applying, understanding, &
understanding the concepts before beginning the remembering.
final poster project.
Rubric for Graphic Posters: assess
Line Graphic Organizer:students will create
different types of lines. This is good practice for planning, craftsmanship, creativity,
students who would not consider themselves and effort. The rubric allows students
creative or "artists" because they can explore to self- assess their progress.
different types of mark making they might not
have thought of before and will have the graphic Rubric for Taxonomy: assess the
organizer to reference during the creation of their
posters if they get stuck and need inspiration. completion and effort, thoroughness
and appearance of the taxonomy.
Color Wheel Guided Notes: students will color Students will know what is required
and complete 6 different color wheels (Primary, and expected of them for a good
Secondary, Tertiary, Complimentary, and grade.
Analogous) during a class slideshow/lecture on
each color scheme. Students will visually see the
colors being presented, be able to read about the
color schemes on the board, listen to myself and
their peers speak about the color schemes and be
actively coloring in the guided notes of the color
wheels as we through each color scheme. This
incorporates reading, listening, speaking, and
writing/drawing. Students will have these notes to
reference during the creation of their graphic
poster series for reference and inspiration.
Student Learning Acceptable Evidence (Assessments):
Objective:
Survey: gauge prior knowledge and orient
Students will be able students to the new content.
to identify color
schemes Think-Pair-Share: assesses students prior
knowledge. Allows students to think
independently then in small groups to solidify
their ideas and gain confidence in their
understanding of the key concept or question.
Students then share with the rest of class once
they've had time to work with their peers.
Clarifying, Consequence, Reason and Evident
Questions:
Use questioning strategies to monitor student
progress, probe for understanding, and engage
students in higher-order thinking
Lesson Activities:
(5 min) Welcome the class. Ask how the
students week/end was and if anyone has
anything new they would like to share. This
will allow a bit of time for late students to
arrive before jumping into the lesson. Write
todays lesson objective on the board.
Entry level assessment: Give students an online
survey to gauge prior knowledge of the
elements of art and principles of design, color
schemes, and font styles.
Entry level assessment: Assign students to
groups and complete a Think-Pair-Share
assessment of what they already know about
color.
Think: Tell the students they have 5
minutes to think about and write down
all they know about color. Provide
students with 2 scaffolding questions,
What is color? What are color schemes?
Pair: Tell the students to discuss what
they know about color with their
partner. Walk around the class and
monitor the students progress,
encourage students who are off task to
be discussing color.
Share: Call on students using equity
cards to share what they know about
color and one thing they learned after
discussing color with their partners/
groups and write them on the board for
all the students to see.
Students have now activated their prior
knowledge of color through class discussion.

I will lecture through a slideshow on the elements of art

and principles of design, color scheme, and font styles
with Clarifying, Consequence, Reason and Evident
Questions to monitor students knowledge. Students will
complete guided notes on the color wheel worksheet
during the lecture. The completion of the guided notes
coupled with the students discussions, and class
responses to the Clarifying, Consequence, Reason and
Evident Questions I will monitor and determine if the
students can identify the elements and principles of art
and design and color schemes.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Acceptable Evidence:
Objective:
Final Critique: students analyze their peers
Students will be able artworks and verbally discuss characteristics of
to create an original the posters to the class. Teacher scaffolds key
work of art using concepts from the lesson to guide discussion
computer graphics. and monitors students responses for concept
knowledge.
Students will be able Self-Questioning Taxonomy: allows students to
to develop and apply analyze and evaluate both another students
specific and artwork and what they see and think about that
appropriate criteria artwork. Focuses on 6 different levels of
individually or in thinking; creating, evaluating, analyzing,
groups to assess and applying, understanding, & remembering.
critique works of art.
Mid-point Critique: students share what they
have complete thus far for their graphic posters
sharing what they like most about their posters Students will complete a self-questioning taxonomy
so far, where they might be having difficulties,
students ask other students for advice or how to
improve. This critique is for students to
encourage one another, gain confidence,
inspiration, push their creativity, and take the
advice of their peers to modify their designs for
the better.
Lesson 3 (Graphic Organizer)
Student Learning Acceptable Evidence:
Objective:
Line Graphic Organizer: students will create
Students will be able different types of lines. This is good practice
to identify the for students who would not consider
elements and themselves creative or "artists" because they
principles of art and can explore different types of mark making
design, specifically they might not have thought of before and will
line. have the graphic organizer to reference during
the creation of their posters if they get stuck
and need inspiration.
Canva Web Search: will help guide and assess
their research of the website Canva, its
capabilities and get the students more
comfortable using technology to create art.
Planning Page: students will complete the
planning page to explore and map out concepts
for their poster design. Will be used to gauge if
students are understanding the concepts before
beginning the final poster project.
Lesson Activities:
Students will employ their reading skills to take a colo
personality quiz which will provide results on what
color they are most like with a list of characteristic
traits.
Students will analyze the results.
Students will use the application Canva to create a
series of 3 graphic posters depicting the results they
received.
Students will use color, the elements of art and
principles of design, and font styles in the development
of their posters to convey the results they received from
the color personality quiz.
Students will participate in both a mid-point critique to
help students during the development process of the
posers as well as a final critique for students to evaluate
and critically think about other students posters.
which will evaluate the students 6 levels of thinking;
creating, evaluating, analyzing, applying,
understanding, & remembering in regard to the lesson
objectives.
Lesson Activities:
Students will show competition of personality quiz.
Students will complete the line graphic organizer based
on a slideshow. This line graphic organizer will be a
reference sheet for students to refer to for this project and
other projects in the future. It will assist the students in
completing their planning pages as well. The planning
pages will be completed based on the results from the
color personality quiz they received and analyzed. The
planning page will show if students understand the
assignment, how to incorporate their own personality
traits, and if they are being attentive to the use of color
and the elements of art and principles of design.
Unit Resources:

Teacher website, survey, slideshow of lecture, 3 YouTube videos on color and the elements and principles, color wheel guided
notes, color wheel worksheet, elements of art and principles of design handout, Canva web search worksheet, online
personality test (available on my website for easy access), planning page worksheets, examples of project, Graphic poster
downloadable instructions, rubric for graphic poster, slideshow on line, line graphic organizer, rubric for line graphic
organizer, self-questioning taxonomy worksheet, self-questioning taxonomy rubric, descriptions of each assessment and a
timeline of when the assessments will happen.

https://www.canva.com
http://www.quickrubric.com/r#/qr/tylerratzlaff/self-questioning-taxonomy-rubric
https://www.surveymonkey.com/r/V6Y7DD5
https://www.slideshare.net/RodriguezArt/element-of-art-line-14756539?ref=
https://docs.google.com/presentation/d/e/
2PACX-1vQAoLmdNIsyoKEU2uXlu8SzxKiDGrwqtztqvQH8vbc8RoMWKQYQBJb4IQYm474fBuQchTFXCBbsmdQA/
pub?start=false&loop=false&delayms=3000&slide=id.g26eb707032_3_77
Useful Websites:
http://www.huffingtonpost.com/anne-loehr/how-to-live-with-purpose-_b_5187572.html
https://www.mindtools.com/pages/article/newTED_85.htm
https://www.cmu.edu/career/documents/my-career-path-activities/values-exercise.pdf
https://www.nwabr.org/sites/default/files/ValuesActivities.pdf
http://www.theinnovationcenter.org/files/doc/B5/CLW%20pp%20113%20What%20Are%20Your%20Core%20Values.pdf
http://ideonomy.mit.edu/essays/traits.html
https://personalityjunkie.com